Going beyond the facts: Young children extend knowledge by integrating episodes

The major question posed in this research was whether 4- and 6-year-olds productively extend their knowledge by integrating information acquired in separate episodes. The vehicle was a read-aloud activity during which children were presented with a novel fact in each of two passages. In Experiment 1, both age groups showed evidence of integration between the passages. For the 6-year-olds, the evidence came in the form of responses to open-ended questions. The 4-year-olds recognized the correct answers but did not generate them in the open-ended question format. The 6-year-olds who generated the correct answers also were likely to recall both of the individual facts presented in the passages. In Experiment 2, we tested whether the 4-year-olds’ integration performance would improve if their memory for the individual facts improved. Extra exposure to the individual facts resulted in higher levels of integration performance in both recall and recognition testing. The roles of memory and other potential sources of age-related differences in integration performance are discussed.     

Parent-school relationships and children's academic and social outcomes in public school pre-kindergarten

Two dimensions of parent-school relationships, parental school involvement and parents' perceptions of teacher responsiveness to child/parent, were examined in state-funded pre-kindergarten classrooms in a large urban school district. Children's social and academic outcomes were individually assessed in the fall and spring. Hierarchical Linear Modeling analyses revealed that parental school involvement positively predicted children's social skills (d = .55) and mathematics skills (d = .36), and negatively predicted problem behaviors (d = .47). Perceived teacher responsiveness to child/parent was positively related to children's early reading (d = .43), and social skills (d = .43), and negatively to problem behaviors (d = .61). All analyses controlled for quality of teacher interaction with children in the classroom, parental home involvement, parental education level, and child race/ethnicity.     

Human capital and objective indicators of career success: The mediating effects of cognitive ability and conscientiousness

The purpose of the current study is to examine the mediating processes through which human capital (e.g. education and work experience) contribute to objective indicators of career success (e.g. salaries and promotions). We are particularly interested in the ways in which cognitive ability and conscientiousness help explain the process through which human capital gets translated into performance effectiveness and tangible career attainments. Results from meta‐analytical structural equation modelling show that individuals' cognitive ability and conscientiousness mediate the effects of both education and organizational tenure on in‐role and extra‐role job performance. Ultimately, both in‐role and extra‐role job performance positively influence employees' salaries and promotions. The article concludes with implications for theory development and management practice.     

The incremental validity of organizational commitment,organizational trust,and organizational identification

Organizational commitment (OC), organizational trust (OT), and organizational identification (OI) are three types of psychological attachment to an organization. Each of these three variables captures an organization-targeted attitude toward an employment relationship, but it is unclear whether they have incremental validity over each other. To address this question, this study examined the incremental validity of each variable in predicting job involvement, job satisfaction, turnover intentions, and non-self-report measures of task performance and citizenship behavior. It also examined whether perceived organizational support and psychological contract breach, two other organization-targeted attitudinal variables, were related to OC, OT, and OI when the latter were considered jointly. Meta-analytical evidence suggests that OC, OT, and OI have incremental validity over and above one another in their relationships with some, but not all, of the above correlates. This highlights the need for future research to distinguish these three types of psychological attachment to an organization.     

Inhibition of guanylate cyclase and protein kinase G impairs retention for the passive avoidance task in the day-old chick

Nitric oxide (NO) is a highly labile chemical messenger which has previously been implicated in memory processes in a variety of learning paradigms and species. However, there is only limited evidence to suggest which enzymes are acted upon by NO during the formation of memory. The present study investigates the role of guanylate cyclase (GC) and protein kinase G (PKG) in a form of passive avoidance learning known to be dependent on nitric oxide activity. It was determined that in vivo pharmacological inhibition of GC using either 1H-[1,2,4]oxadiazolo[4,3,-a]quinoxalin-1-one or 6-anilino-5,8-quinolinedione resulted in two transitory memory retention deficits centred around 40 and 120 min posttraining, respectively. In contrast, inhibition of PKG with N-[2-(methylamino)ehtyl]-5-isoquinoline-sulfornamide hydrochloride (H-8) resulted in a single temporary retention loss centered at 120 min posttraining. These temporary retention losses appear to be specific to memory since they were dose-dependent and could not be explained by nonspecific performance effects. Further, these results suggest that these agents inhibit memory retrieval rather than formation, since memory is subsequently available. The current findings indicate that guanylyl cyclase mediates two memory retrieval processes, the latter of which appears to be PKG-dependent. In contrast, since inhibition of NO results in a permanent retention loss, it is suggested that NO is required for memory formation through GC-independent processes.     

The Relationship Between Parent and Child Dysfunctional Beliefs About Sleep and Child Sleep

Cognitive theories emphasise the role of dysfunctional beliefs about sleep in the development and maintenance of sleep-related problems (SRPs). The present research examines how parents’ dysfunctional beliefs about children’s sleep and child dysfunctional beliefs about sleep are related to each other and to children’s subjective and objective sleep. Participants were 45 children aged 11–12 years and their parents. Self-report measures of dysfunctional beliefs about sleep and child sleep were completed by children, mothers and fathers. Objective measures of child sleep were taken using actigraphy. The results showed that child dysfunctional beliefs about sleep were correlated with father (r = 0.43, p < 0.05) and mother (r = 0.43, p < 0.05) reported child SRPs, and with Sleep Onset Latency (r = 0.34, p < 0.05). Maternal dysfunctional beliefs about child sleep were related to child SRPs as reported by mothers (r = 0.44, p < 0.05), and to child dysfunctional beliefs about sleep (r = 0.37, p < 0.05). Some initial evidence was found for a mediation pathway in which child dyfunctional beliefs mediate the relationship between parent dysfunctional beliefs and child sleep. The results support the cognitive model of SRPs and contribute to the literature by providing the first evidence of familial aggregation of dysfunctional beliefs about sleep.     

The Relative Importance of Personality,Financial Satisfaction,and Autonomy for Different Subjective Well-Being Facets

Abstract

Using a nationally representative sample (N?=?507) from Singapore, this study examined whether personality, financial satisfaction, and autonomy were important to subjective well-being (SWB), and how the importance of these predictors varied across different SWB facets—life satisfaction, happiness, positive feelings, and negative feelings. The findings indicated that neuroticism, financial satisfaction, and autonomy, were important predictors of happiness. Personality was most important for affective well-being (i.e., positive and negative feelings), whereas financial satisfaction was most important for life satisfaction. Specifically, neuroticism accounted for substantial variance in positive and negative feelings, and was the strongest correlate among the Big Five traits. In contrast, financial satisfaction explained most of the variance in life satisfaction. This highlights that the importance of well-being predictors depended on the facet of well-being examined. The findings suggest that residents in an affluent nation like Singapore do not emphasize only postmaterialist values (e.g., autonomy) and disregard materialist concerns (e.g., financial satisfaction). Though certain SWB facets (positive and negative affect) are largely influenced by dispositional factors, other facets (life satisfaction and happiness) are closely related to factors (e.g., financial satisfaction, autonomy) that may be affected by social policies. Policymakers can thus target those aspects to enhance people’s SWB.     

Identification of the 1PL Model with Guessing Parameter: Parametric and Semi-parametric Results

In this paper, we study the identification of a particular case of the 3PL model, namely when the discrimination parameters are all constant and equal to 1. We term this model, 1PL-G model. The identification analysis is performed under three different specifications. The first specification considers the abilities as unknown parameters. It is proved that the item parameters and the abilities are identified if a difficulty parameter and a guessing parameter are fixed at zero. The second specification assumes that the abilities are mutually independent and identically distributed according to a distribution known up to the scale parameter. It is shown that the item parameters and the scale parameter are identified if a guessing parameter is fixed at zero. The third specification corresponds to a semi-parametric 1PL-G model, where the distribution G generating the abilities is a parameter of interest. It is not only shown that, after fixing a difficulty parameter and a guessing parameter at zero, the item parameters are identified, but also that under those restrictions the distribution G is not identified. It is finally shown that, after introducing two identification restrictions, either on the distribution G or on the item parameters, the distribution G and the item parameters are identified provided an infinite quantity of items is available.     

What it means to be and feel like a "true" American: perceptions and experiences of second-generation Americans

Through semistructured interviews, the authors investigated the relationships between the definition of a "true" American, the impact of 9/11, and the war in Iraq and their impact on experiences of fitting into and being excluded from the American identity with a sample of 10 2nd-generation young adults. Using consensual qualitative research methods (C. E. Hill et al., 2005; C. E. Hill, B. Thompson, & E. N. Williams, 1997) the authors identified 6 major domains that described participants' experiences, including physical characteristics of true Americans, behavioral characteristics of true Americans, beliefs and values of true Americans, the impact of 9/11 on definitions of true Americans, participants' American identity, and experiences as 2nd-generation Americans.     

Does mentoring matter? A multidisciplinary meta-analysis comparing mentored and non-mentored individuals

The study of mentoring has generally been conducted within disciplinary silos with a specific type of mentoring relationship as a focus. The purpose of this article is to quantitatively review the three major areas of mentoring research (youth, academic, workplace) to determine the overall effect size associated with mentoring outcomes for protégés. We also explored whether the relationship between mentoring and protégé outcomes varied by the type of mentoring relationship (youth, academic, workplace). Results demonstrate that mentoring is associated with a wide range of favorable behavioral, attitudinal, health-related, relational, motivational, and career outcomes, although the effect size is generally small. Some differences were also found across type of mentoring. Generally, larger effect sizes were detected for academic and workplace mentoring compared to youth mentoring. Implications for future research, theory, and applied practice are provided.